Schools Division of Cotabato City

Cotabato City District IV

ROJAS CENTRAL ELEMENTARY SCHOOL
Cotabato City

MODULE 2
LESSON 1: BACKGROUND, RATIONALE, AND DEVELOPMENT OF MELCS
By the end oif this lesson, you should be able to familiarize yourself with the background, rationale, and
development of MELCs. In this session, you will be able to:
1. Identify the background and basic process of the identification and development of
The MELCs.
2. Make sense of the function of MELCs as an educational response to a global health
Crisis.
3. Appreciate the MELCs as support for teachers during this time.

Key Topics/Concepts
Curriculum standards; essential learning competencies; desirable learning competencies; enduring
knowledge.
Resources Required

- Development and Design of MELCs

- your learning areas original K-12 Curriculum Guide and Corresponding List of MELCs
- Study Notebook

ACTIVITY 1.
1.The closure of schools around world due to the global pandemic posed serious challenges on the
delivery of quality basic education .As a teacher ,what do you think are the fundamental concerns in
terms of curriculum standards that need to be addressed in order to ensure learning continuity? Cite a
specific example . Do you think these concerns could be solved by teachers alone? Why or why not?

Answer: As a teacher we cannot do it alone ,what we need is a cooperation and joint effort
with our stakeholders so that learning continuous in spite of pandemic .Continuity plan is not the
work of one person alone .It is the work of executives ,legislators, directors, teachers and the
general public example. Multiple learning delivery modalities for teachers , school leaders to
ensure learning continuity through K-to 12 curriculum that will be given focus in learning
activities and the amount of time needed for coverage and mastery.

2.Even prior to the spread of COVID -19 that eventually led to the closure of schools nationwide, the
congested curriculum has been a perennial problem of teachers (Andaya,2018). This is perceived to be
one of the hindering factors of the poor performance of Filipino learners. Do you agree with this
observation? Why or why not?

Answer: Yes, I agree because the students cannot cope up with the lessons. The curriculum
is to achieve a higher standard education, to produce a competitive learner but because of the
situation there is a limited time allotted for teaching and learning process.

ACTIVITY 2

Familiarize yourself with the course reading on the Development and Design of the MELCs .After
going through the document, provide a brief and concise response to the following guide
questions .Write your answers in your Study Notebook.

1. What are the general and specific purposes of the development of MELCs?
 The MELC is part of the departments response to develop resilient education system, especially
during emergencies and will able Deped to focus instruction on the most essential and indispensable
competencies learning continues in spite of pandemic. The Melc is made to allows students to advance
based on their ability to master a skill or competency at their own pace regardless of environment.

2. How does curriculum review aid in the identification of essential learning competencies?
The process will enable teachers to plan effectively and ultimately saves us time to focus on our
students, with this new trend of learning ,children must develop the four development which is the
physical language, communication ,social ,cognitive ,and social. The students are expected to learn.

3. What is the difference between essential learning competencies and desirable

learning competencies?
Essential learning competencies shall serve as a primary reference of all schools, school division
and Regional Officer in determine and implementing learning delivery approaches that are suited to the
local context and diversity of learners while adapting to the challenge caused by covid. While desirable
learning competencies being a part of formal learning environment is like building the scaffolding for a
house .Going empathy, creativity ,being able to navigate diverse perspective ,being entrepreneurial.

4. How were the most essential learning competencies identified. What were the decisions
made in order to trim down the number of the essential learning competencies further?
The competencies were identified according to the gaps ,issues and concern across learning areas
and grade levels and the decision were made due to the limited number of school days allotted at this
time of pandemic and should be based simply on the real-life situation.

5. What is the importance of the MELCs in ensuring the delivery of quality instruction?
MELCs are made aligned with the national and/ or local standard applicable to real –life and are the
most essential competency that the students are expected to learn in the setting of pandemic other than
through formal education that is why this is very important in delivering the quality education.

ACTIVITY 3

K to 12 Learning Competencies MELCs

Merged/Clustered Describe different forms. Filling out of forms accurately.
Retained Infer the meaning of unfamiliar Infer the meaning of unfamiliar
words compound based on given words on given context clues.
clues
Dropped Use appropriate facial n/a
expression.

LESSON 2: UNPACKING AND COMBINING MELCS INTO LEARNING

OBJECTIVES

ACTIVITY 1.

1. What is the importance of unpacking and combining the MELCs?

By unpacking the standard, have a clear path forward.
This process will enable you to plan effectively and ultimately save your time to focus on your
student. Understanding of the standards you teach, but your students will be more engaged in
their learning.
 2. What considerations must be taken in unpacking and combining the MELCs? Explain
each.
The MELC should still be
- Aligned to the content and performance standards.
- Connects the content to higher concept across content areas.
- What is expected for students to learn

3. Do all the MELCs need to be unpacked or combined? Why or why not?

Yes the unpacking of the MELC are essential in order to have a systematized learning
activity so that the competencies needed by the students to learn is not congested anymore.

MODULE 3A
LIST OF TARGETED LEARNER INTERVENTIONS IN LDM

LEARNER GROUP TARGETED INTERVENTION

Learners without parents or household member  Establishing a chat support system to
who can guide and support their learning at address possible querries.
home
 Regular monitoring via SMS or video call

 Video tutorial as supplementary guided

instruction.

Beginning readers ( K to 3)  Parent as reading facilitator.

 Assistance from big brother and big sister.

 Downloadable audio for phonemes

exercises.

Struggling readers ( Grades 4-12)  Parent as reading facilitators.

 Assistance from big brother and big sister.

 Modified reading materials either printed

or digital copy.

 Video tutorial for basic sounds and reading

No access to devices and internet  Delivery of printed modules.

 TV and Radio-aided instruction.

Inacessible living in remote and/ or unsafe  Digital/online instructions if signal

areas reception is evident.

 Community coordinators with the

baranggay officials.

Indigenous peoples  Local partnership with the community

officials governing the indigenous people.

 Creating of materials adhering in the

principle of localization and indigenization.

Persons with Disabilities  Parent or guardian as learning facilitators

 Technical assistance from teachers

specializing in SPED and PWD curriculum
instruction.

Others?Specify  Evaluation of different inhibiting factors

prior in designing modalities

ASSESSMENT METHODS IN DL

Assessment How to Adopt the Assessment Method in DL

Method
Example :  I will spend a three-item quiz via text message before the
Short Quiz lesson. Based on the responses, I will take note of the
common misconceptions and clarify them to the learners
during our online session via text message.

1. KWL  This activity can be done in 3 parts as in beginning, during

Activities and at the end of the lesson. This will stimulate learners
mind in connecting the information provided. Teacher can
post the questions in designated chat group/ SMS in the
course of the lesson.

2. Open-ended  An activity requiring sufficient time in accomplishing

Questions because it is usually subjective type. This can be sent via
chat or ad additional worksheet in printed modules.

3. Fact or  Can identify learners prior knowledge about the topic

Bluff administered in chat form via messenger and can be
tranformed into form of a game.

4. Performanc  A summative assessment form at the end of the quarter or

e Task opened in every lessson. This can be access via printed
modules or video outputs to be sent in the messenger/email.

5. Written  This will function as additional activities supporting the task

Works in the modified modules.

Activity 2: Learning Tasks for DL

Before the Lesson Lesson Proper After the lesson

 1. Review the previous lesson 1. Explain, model, demonstrate, 1. Wrap up activities

and illustrate the concepts, ideas,

2. Clarify concepts from 2. Emphasize key
skills, or processes that students
previous lesson information and concepts
will eventually internalize
discussed
3. Present warm – up activities
2. Help learners understand and
to establish interest in new 3. Ask learners to recall
master new information
lesson key activities and

3. Provide learners with feedback concepts discussed

4. Check learners’ prior

knowledge about the new 4. Check for learners 4. Reinforce what teacher

lesson understanding has taught

5. Present connection 5. Assess whether lesson

between old and new lesson has been mastered

and establish new purpose for

6. Transfer ideas and
new lesson
concepts to new

6. State lesson objectives as situations

guide for learners

WEEKLY HOME LEARNING PLAN

GRADE 4

English 1 October 5-9, 2020

Learning Area: ___________________ Week No. ________ Date Covered:
___________________
Recognize the parts of a simple paragraph
MELCs:
Recognizing the parts of a simple paragraph
______________________________________________________________________________
_
Objectives:
___________________________________________________________________________________
DAY AND
TIME LEARNING TASK

Wake up, start your day with a prayer, clean up your bed, eat breakfast, and get ready for an awesome day!

Have a short exercise/meditation/bonding with family.

Preliminaries/Introduction (What I need to know)

 At the end of the learner’s journey, s/he will be able to recognize the parts of a simple paragraph.

Remember: Remind the learner to always READ AND FOLLOW ALL THE INSTRUCTIONS in this module to
ensure proper understanding of the lesson.

Pre assessment (What I know)

 Instruct the learner to carefully read and answer the five-item test found on pages 1-2. Let him/her write
the answers on the answer sheet.

Remember: Encourage the learner to HONESTLY answer all questions. Remind him/her to use a sheet of paper
for ALL the answers and to keep it NEAT by avoiding erasures. Answer sheet will be submitted to the teacher.

PROCEDURES
1. Review/Motivations (What’s In)
 Have the learner distinguish a paragraph from a non-paragraph by putting a check () on the blank if
the group of sentences is a paragraph and a cross () if it is not.

Remember: The learner may write the ANSWERS ONLY on a separate sheet of paper.

2. Initial Activity/Discovery (What’s New)

 Let the learner analyze the four pictures on page 4. Then have him/her write his/her observation on what
is common in the pictures.

Remember: Guide the learner to the CLUE to get the correct answer. You can give another clue if needed.

3. Discussion of the Topic (What is It)

 To understand what a paragraph is, read with the learner its meaning and parts as well as its examples.
Help the learner go over the different parts of a paragraph such as topic sentence, supporting sentences,
and concluding sentence.
 Refer to page 9 to see the diagram that clearly explains the parts of a paragraph.

Remember: The learner may read it as many times as needed to make sure s/he understands the lesson very well.
 4. Enrichment Activities (What’s More)
 To see if the learner already understood the parts of a simple paragraph, let him/her identify the missing
part of the paragraph on pages 11-13.
 With your guidance, let the learner continue testing his/her skills by doing the suggested activities on
pages 14-17.

Remember: If the learner answers MOST of the items correctly, it means that s/he already learned the parts of a
simple paragraph. Great job, instructor and learner!
However, if the learner gets a score lower than half, then you may consider repeating the discussion part
which was hard for the learner.
5. Generalization (What I Have Learned)
 It’s time to check the learner’s understanding. Let him/her complete the flowchart on page 18. Tell
him/her to provide the complete meaning of the parts of a simple paragraph.

Remember: The learner may go back to the discussion if needed.

6. Application (What I Can Do)

 Guide the learner as s/he reads the paragraph on page 19. Let him/her identify its different parts.

Remember: Make sure that the learner copies the correct sentences, punctuation marks, spelling of words and
apply proper capitalization.

7. Assessment (Post assessment)

 Encourage the learner to apply all that s/he had learned by carefully reading the questions and writing
the answers in the answer sheet.

Remember: The result of this activity will determine the learner’s understanding of the lesson. Please remind the
learner to take this test SERIOUSLY.

8. Additional Activity
 Encourage the learner to think of his/her most unforgettable moment in life. Have him/her write a simple
paragraph with 4 to 5 sentences. Ask him/her to encircle the topic sentence, check the supporting
sentences, and box the concluding sentence.

Remember: If needed, help the learner write the complete sentences to be able to finish this activity very well.
Well done, instructor and learner! We made it to the end. Now you may take a break and enjoy a snack. See
you in the next module!

MODE OF DELIVERY

Parent or guardian shall return the finished module and outputs to the teacher/adviser at the given date of retrieval.